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Preface -- Part 1 The Future Development and New Features -- 1. The Demands of Change of the Times, Society, Politics and Thoughts on Education -- 2. The Connotation and Features of China's Basic Education Reform and Development Entering the Period of Major Strategic Opportunities -- 3. The Contradictions during China's Basic Education Reform and Development -- 4. Research on the Chinese Issues to Capture the Formation of New Features in the Future Development of Basic Education -- Part 2 The Theoretical Model Construction -- 5. "Three Powers" Model and Functional Orientation on the Future Development of Basic Education -- 6. Analysis on System Elements to Constitute "Three Powers" Model on the Future Development of Basic Education -- 7. Research on Operation Mechanism of "Three Powers" on Basic Education -- 8. Strategic Significance of the Theoretical Model Building of the Future Development of China's Basic Education -- Part 3 The Top-Level Design -- 9. Key Elements of the Regional Development Strategy Planning of Basic Education -- 10. Base Types and Modes of the Regional Development of Basic Education: Aggregation and Features -- 11. Analysis on Major Factors to Affect the Regional Strategy of Basic Education -- Part 4 Principal's Leadership and School Personalization -- 12. Profile, Elements and Value of Principal's Leadership -- 13. Thinking and Forms of School Curriculum Top-Level Design -- 14. Practical Exploration on the Curriculum Top-Level Design of China's Primary and Middle School -- 15. New Vision Based on the Future Curriculum Construction -- Part 5 Learning Power and Pedagogical Reform -- 16. Breeding and Highlighting of Learning Power Issue -- 17. Rational Thinking on Four Basic Questions to Construct Learning Power -- 18. Element Analysis and Model Building on Learning Power for Discipline Curriculum -- 19. Practical Exploration on Pedagogical Reform of Curriculum Based on Learning Power.

1. English Language Policies and Practice into the World: From Problems Towards Solutions (Eric Enogene Ekembe, Justina Njika, and Alan Mackenzie) -- Part I: Change Process in ELT Policy -- 2. Teaching at—not to—the middle in Japan: Examining how ELT policies aimed at extremes influence mid-tier institutions (Giancarla Unser-Schutz, Beni Kudo, and Samuel Rose) -- 3. The implementation of the 4+4+4 educational policy in Turkey: Reflections from English classrooms (Tuğba Birdal and Seniye Vural) -- 4. Teachers' appreciation of ELT policies and practices in Egypt (Islam M. Farag and Mohamed Yacoub) -- 5. ELT policies in multilingual contexts: An analysis of rural-urban experience in Ghana (Raymond Karikari Owusu and Andrea Sterzuk) -- Part II: Practice Steering the Wheel -- 6. Integrating communicative language teaching activities in overcrowded classrooms: Policy and practice issues in South Sudan secondary schools (Alex D. D. Morjakole) -- 7. ELT policies and practices in superdiverse Central Ohio: From "flexible" to "English-centric" (Brian Seilstad) -- 8. English Language Teaching in Colombia: From policy to reality (Daniel Ramírez Lamus) -- 9. Broken promises? The Florida Consent Decree,Multilingual Learners i in mainstream classes, and assimilationist practice (Eric Dwyer and Carolyn O'Gorman-Fazzolari) -- Part III: Teachers' Position in Policy Innovation -- 10. Policy on Global Issues in Sub-Saharan Africa: A possible role for ELT from examples in Guinea Bissau, Senegal and DRC (Linda Ruas and Ali Djau) -- 11. English language proficiency for all university graduates stipulated by law—a realistic or idealistic goal? An appraisal of a tertiary ELT policy from Montenegro (Vesna Bratić and Milica Vuković-Stamatović) -- 12. Assessing teachers' perceptions of relevant ELT Policies in Cameroon (Eric Enogene Ekembe) -- Part IV: Interface -- 13. So …What's the Interface? The specter of smush and poof (Eric Dwyer). .

From primary to post-graduate schools Patrick Ainley explains how English education is now driven by the economy and politics. Addressed to teachers and students at all levels of learning, it concludes by suggesting how we can begin to contribute towards a more meaningful and productive society.

Part II.Resisting the punitive welfare state: housing, mental health, disability and immigration.Class, politics and locality in the London Housing Movement /Lisa McKenzie --Mad studies: campaigning against the psychiatric system and welfare 'reform' and for something better /Peter Beresford --Challenging neoliberal housing in the shadow of Grenfell /Glyn Robbins --The Disabled People's Movement in the age of austerity: rights, resistance and reclamation /Bob Williams-Findlay --The 'hostile environment' for immigrants: The Windrush Scandal and resistance /Ken Olende.

In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the United States Government resulting in public school system reform. As STEM education begins to become integrated across disciplines and special areas of public schools, and the population of inclusive classrooms containing Students with Disabilities continues to rise, a very important question must be fully investigated and answered. We must ask: Do first year Secondary STEM Education and Special Education teachers have the instructional preparedness to effectively teach all populations of students within their classrooms? And do STEM education and Special Education teachers have the appropriate content credentials to effectively support the diverse needs of students and curriculum in an inclusive STEM education class? This dissertation consists of two research studies that examine Special Education and STEM Education teachers preparedness (coursework and professional development) and content credentials to educate Students with Disabilities within an inclusive STEM Education classroom. This study will be utilizing a secondary analysis of the 2011- 2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets to conduct national analysis of how Special Education and STEM Education teachers degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate in an inclusive STEM education classroom. The first study focuses on well-known approaches for the instruction of STEM Education and Special Education. This study will utilize differentiated instruction, behavior management, and data to drive instruction as best classroom approaches to instruction to determine their identifiable differences in instructional preparedness among first year STEM educators and first year Special Education teachers. The second study utilizes the 2011-2012 SASS TQ datasets to analyze Special Educators credentials to teach STEM compared to STEM educators credentials to teach Special Education. This study will analyze and compare credentials and backgrounds of STEM educators and Special Educators in search of indicators for preparedness for Inclusive STEM education. ; Ph. D.